Special Issue "Factors Associated with the Psychological Well-Being of University Students: A Preventive View"
A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Health Behavior, Chronic Disease and Health Promotion".
Deadline for manuscript submissions: 31 December 2021.
Interests: educational psychology; academic emotions, teaching and leaning process; academic stress; R & D project; psychological innovation; univerity students
Interests: educational psychology; academic behaviour confidence; academic emotions; well-being; university students
The recent paradigm shift in how educational psychology analyzes the university teaching–learning process is a fact. A former view that focused mainly on cognitive variables has evolved toward the study of students’ personal and emotional variables. For some time, research studies were focused on academic stress as a negative experience that one goes through during this period. There is now plentiful evidence for this phenomenon. However, in recent decades, research has been reoriented towards understanding protective variables in stress, that is, the behavioral characteristics of psychological well-being in university students.
This change, contextualized in Biggs’ 3P model (2001), has brought about a resurgence in research that analyzes students’ motivational-affective characteristics. There is renewed research interest in the possible predictive value of personal presage factors in university students, such as their self-regulation, resilience, and personality characteristics. Also of interest are other process factors such as self-regulated learning, based on the Zimmerman (2001) model; coping strategies for managing stress during learning; or classical learning approaches as a motivational-affective factor; in addition to the study of goal-based motivation, proposed by goal orientation theory. The study of test anxiety has also been expanded to include other achievement emotions, based on the Pekrun model. Finally, the product concept has developed from a one-dimensional concept of achievement to something more flexible (based on competencies) or multidimensional in nature.
From a complementary approach, context has also received greater recognition and analysis as a factor that predisposes motivational-affective experiences of well-being. From this perspective, one cannot overlook the role of the teacher and the teaching process for predicting and also understanding the university student’s well-being. Thus, SRL vs. ERL theory has promoted the analysis of teacher and student in combination and interaction, producing consistent recent evidence. The psychological characteristics of the teacher, the way the teaching process is undertaken, and the emotions that it promotes during learning are factors of great current relevance.
Many conceptual and empirical relationships, however, remain to be established. How do all these factors relate to university students’ psychological well-being as a core element of their health? The present Special Issue invites academics and researchers to contribute their work in the form of systematic reviews, empirical contributions, and tested and evidence-based innovations that represent a significant advance in this field of knowledge. Particularly desirable is work from a preventive approach, characteristic of educational psychology. However, other work from a health psychology perspective may also have a place here, in line with the profile of this Journal.
Funding. R&D Project PGC2018-094672-B-I00 (Ministry of Science and Education, Spain), UAL18 SEJ-DO31-A-FEDER (University of Almería, Spain), and the European Social Fund.
Prof. Jesús De La Fuente
Prof. Paul Sander
Prof. Jose Manuel Martínez-Vicente
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- psychological well-being
- university students
- preventive view
- academic stress
- academic emotions